SchoolArts Magazine

SUM 2016

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

Issue link: http://www.schoolartsdigital.com/i/673330

Contents of this Issue

Navigation

Page 14 of 54

The Essential Question - position and color? Objective Students will demonstrate their eate a balanced design, ee areas in their art wher - Materials images and YouTube videos (pre- s work, 9 x 12" (23 x 30 cm) white sulphite paper, rulers, various-sized circle stencils, coloring medium, 6 x 9" (15 x 23 cm) viewfinders, color wheels, scissors Procedures 1. Introduce students to the color then show videos and samples of . 2. Students should practice drawing and tracing lines, then on white sul- - two straight lines. 3. Have students draw three lines in the opposite direction. (The should not be too close.) 4. Explain the term "balance" to cle tracers and rulers to complete a balanced design on their papers. Remind them that their lines do not need to transverse the entire paper. 5. After students achieve their bal- use a viewfinder to locate the most interesting part of their work, out- line the area, and cut it out. 6. Students should select the color- ing medium of their choice and color three areas where comple- n the piece to determine its proper orientation. Assessment Did students create a balanced design? Are there at least three the piece? By Laurie Bellet, art teacher at Oakland Hebrew Day School in Oakland, California. Six-Word Memoirs High School Sonia' Elementary Fishbowls Early Childhood The Essential Question How can students utilize contour lines, as well as shapes and patterns in nature, in their artwork? Objective Students will create mixed-media fishbowls. Materials black permanent markers, black , light-blue tissue paper torn into 1–2" (2.5–5 cm) pieces, white glue thinned with water, paintbrushes, newspaper, pictures of fish, large fishbowl Procedures 1. Show students a fishbowl. Point out that the contour changes at the opening of the bowl and the bottom. 2. Have students use black markers enough to fill their papers. If using press down hard and draw bold. 3. Show students pictures of fish and discuss the shapes and patterns of their bodies, fins, tails, scales, 4. Have students draw fish to fill their fishbowls. 5. onto a small area of the fishbowl, top of the wet area. Glue should be applied over the top of the tis- sue as well. Students should make sure the entire piece is moistened, including the edges. Repeat this process until all of the fish are covered. 6. of tissue paper the edges—the tissue paper loses transpar will disappear if there ar Assessment Discuss the contour lines of the fishbowls and the different shapes and patterns of the fish. By Julie Voigt, an art teacher from Wilmington, Delaware. World's Longest Water Slide Middle School The Essential Question How can students express an idea using a minimal amount of text? Objective Students will illustrate a personal memoir using just six words. Materials - ing, painting, and collage materi- als; computer; projector; Internet access; short videos of six-word memoirs Procedures 1. Show students examples of six- word memoirs. Refer to online vid - eos or SchoolArts magazine's March 2016 article, "Flash Fiction." 2. Students should research six- word memoirs, note five character- istics that all of the best memoirs have, and share with the class. 3. Once students have completed their research, have them write and refine ten of their own six-word memoirs based on specific stories. 4. Students should choose one of their best six-word memoirs and begin to develop thumbnail ideas for illustrations. 5. Students should translate their strongest sketch onto the support of their choice (sketchbook, paper). Assessment Have students share and discuss their finished works. Students works according to their lists of memoir characteristics. By Betsy DiJulio, art teacher at Virginia Beach City Public Schools, Virginia. Image credit: Amanda Chang, Being Cradled in a Coffin's Care. The Essential Question How can students use the process of trial and err improve a design? Objective Students will collaborate in teams of three or four to design, test, and Materials cardboard toilet paper and paper towel tubes, small cardboard boxes, scrap cardboard (from cereal boxes), masking tape, scissors, paper plates, low-temperature hot- glue guns, marbles, gesso and paint (optional) Procedures 1. Students cr ough a card - board tube and bending it. Small pieces of cereal box cardboard are wrapped and taped over the holes. 2. To create a funnel, students cut a slit in a paper plate, forming a cone shape and cutting off the point of the cone. 3. Remind students that when pre- paring the slides, flat pieces of tape work better than loops of tape; hot-glue dries faster and is prefer- able to white glue; masking tape is easier to paint over than clear tape. 4. - tion of their slide with a marble ocess. If the marble rolls off, a cardboard wall can be added. If the marble gets stuck, students can change the angle of the ramp. If the design starts to sag, students can glue in a cardboard brace to prop it up. 5. Remind students that the longer the marble is kept in motion before reaching the bottom, the more Assessment Students will demonstrate their slides in front of the class using a marble. A video camera will be used to determine how long the By Rachel Wintemberg, art teacher at William C. McGinnis Middle School in Perth Amboy, New Jersey.

Articles in this issue

Archives of this issue

view archives of SchoolArts Magazine - SUM 2016